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SCHOOL POLICIES
Marking and Feedback Policy

Rationale
Marking is the formal and informal communication with children which is both verbal and written. The marking of children’s work is an important part of the learning process and will be carried out with care. Applying these guidelines ensures consistency in the way children’s work is marked across the school

Assessment for Learning
Assessment is used to inform planning and the next stages of learning for individual, groups and cohorts of children. Our Assessment for Learning Guidance document supports this policy.
It is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there.


The aims of our marking are:
• To improve the quality of work and raise standards.
 
• To indicate to children what they need to do in order to improve.
 
• To celebrate and value the children’s achievements.
 
• To motivate children to further effort and giving them the confidence to progress.
 
• To show children and parents what is valued and to reinforce expectations.
 
• To inform children about their progress.
 
• To contribute towards the teacher making continuous assessments on child attainment.
 
• To inform future planning.
 
Key Principles of Marking
Marking will be against the success criteria and/or individual/group targets and children will be aware of the focus before completing their activity.


Additionally:
• Marking will be regular and frequent.
 
• Children will be encouraged to evaluate their own work when ready
 
• Children will begin to contribute to marking:
 
• Every piece of learning will receive a response. This may be verbal or recorded. · It will be responsive to individual children’s needs and abilities.
 
• It will be positive and constructive.
 
Wherever possible marking will take place alongside the child and when this is not possible because of the length of the work, or the timescale for its completion then after it is marked time will be planned for the children to revisit and reflect on the marking of this activity and act upon the feedback from the teacher.
 
Written responses may be based on symbols (Appendices A) and/or a short pertinent written comment. The comment may take the form of a question.
Any comments will be made in a way that can be understood by a child. Where appropriate teachers will help a child read the comments.
Marking will be clear, legible and comments will be written in the school’s handwriting style.
There will be a shared understanding between children, staff in school and parents of how and why marking of children’s learning is completed.
EYFS
•    Early Years staff respond to children’s work verbally although they will always “mark” that the work has been assessed/discussed
•    Written and verbal “marking” becomes more complex as the child gets older
•    The marker’s responses take into account the learning objectives of the activity/area of the curriculum. There is always a planned focus to the marking e.g. considering the child’s understanding of scientific concepts. However, attention may be paid to other links, particularly literacy and mathematics, across the broad curriculum
•    Writing – in some cases the marker will concentrate upon targeted misspelt words. The marker makes sensitive judgements in relation to the age and ability of the child
•    All verbal and written comments made by the marker are constructive, concise, informed, based upon evidence and should not be merely a “well done” or “good” time after time. It may be necessary to annotate verbal comments/discussions with a child in order to keep a record of them
Our EY Responding to Children’s Work
•    Children’s work is annotated where necessary, giving the context to the piece of work and/or recording the ‘voice of the child’ which supports practitioners in the assessment of the child’s overall understanding and attainment .
•    Annotation and verbal feedback is always positive focussing upon the evidence of what the children can actually do independently and supports their next steps.
•    All evidence within each child’s learning journey is marked as ‘aided’ if the piece of work has been completed with the support of an adult.
•    All evidence within the children’s learning journeys is dated.
•    All work is linked to the Early Years Foundation Stage Development Matters age bands. This supports the tracking of individual children’s progress and is used to inform the planning for the children’s unique next steps.

Year 1
All work is ticked to indicate that it has been seen and as often as possible written learning is marked with the children and oral feedback given. When checklists around success criteria are used these, they will form the basis of the discussion. Teachers will use symbols known to the children to identify their next learning target. Occasionally, other comments are made for teacher information. In maths a tick is given for correct answers and a question mark for those that need to be checked. Generally these answers will be corrected by the child and ticked or orally agreed with an adult. Smiley faces and reward stickers are given for good work/effort (and behaviour).

Marking and Re-drafting symbols:

Underline      Spelling error – correction given by teacher
Spelling error – self correct with a dotted line (do it yourself!)
?   What do you mean? Explain or check its understanding.

/    New line needed

//   New paragraph needed

/\   Omission: a word/letter/number is missing

O  Wrong case (upper/lower) or wrong/missing punctuation

IW  Independent work
TS  Teacher Support
V    Verbal feedback
Updated on August 2018 to be reviewed on August 2020.